Glossary
Glossary
XXX
Historical Documents . . . . . . . . . . . . . . . . . . . . . . XXX
Primary Source Library. . . . . . . . . . . . . . . . . . . . . XXX
Gazetteer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .783
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 791
Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . 799
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 808
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . 827
900 APPENDIX
SkillBuilder Handbook . . . . . . . . . . . . . . . . . . . . . 902
Standardized Test Practice . . . . . . . . . . . . . . . . . . 920
Primary Sources Library . . . . . . . . . . . . . . . . . . . . 930
Suggested Readings . . . . . . . . . . . . . . . . . . . . . . . . 944
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 947
Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . 955
Gazetteer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 965
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 977
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . 1006
900 Appendix
(bkgd)CORBIS, (r)Sylvain Grandadam/Getty Images, (l)Picture Finders Ltd./eStock
900-901 EM-Appendix-868873 9/9/04 6:28 AM Page 900
APPENDIX 901
SkillBuilder Handbook
The SkillBuilder Handbook offers you
information and practice using critical thinking
and social studies skills. Mastering these skills will
help you in all your courses.
Standardized Test Preparation
The skills you need to do well on standardized
tests are practiced in the Standardized Test
Practice section of this Appendix.
Primary Sources Library
The Primary Sources Library provides additional
first-person accounts of historical events. Primary
sources are often narratives by a person who
actually experienced what is being described.
Suggested Readings
The Suggested Readings list suggests the titles
of fiction and non-fiction books you might be
interested in reading. These books deal with the
same topics that are covered in each chapter.
Glossary
The Glossary is a list of important or difficult
terms found in a textbook. Since words
sometimes have other meanings, you may
wish to consult a dictionary to find other
uses for the term. The glossary gives a definition
of each term as it is used in the book. The
glossary also includes page numbers telling
you where in the textbook the term is used.
The Spanish Glossary
The Spanish Glossary contains everything that
an English glossary does, but it is written in
Spanish. A Spanish glossary is especially
important to bilingual students, or those
Spanish-speaking students who are learning
the English language.
Gazetteer
The Gazetteer (GAzuhTIHR) is a geographical
dictionary. It lists some of the worlds largest
countries, cities, and several important geographic
features. Each entry also includes a page number
telling where this place is talked about in your
textbook.
Index
The Index is an alphabetical listing that includes
the subjects of the book and the page numbers
where those subjects can be found. The index in
this book also lets you know that certain pages
contain maps, graphs, photos, or paintings about
the subject.
Acknowledgements and Photo Credits
This section lists photo credits and/or literary
credits for the book. You can look at this section
to find out where the publisher obtained the
permission to use a photograph or to use excerpts
from other books.
An appendix is the additional material you often find at the end of books.
The following information will help you learn how to use the Appendix in
Journey Across Time.
Appendix 901
Find the answers to these questions by using
the Appendix on the following pages.
1. What does dynasty mean?
2. What is the topic of the first Unit 3 Primary
Source reading?
3. On what page can I find out about Julius Caesar?
4. Where exactly is Rome located?
5. What is one of the Suggested Readings for Unit 3?
CORBIS
900-901 EM-Appendix-868873 9/9/04 4:16 AM Page 901
902 SkillBuilder Handbook
Finding the Main Idea . . . . . . . . . . . . . . . . . .903
Taking Notes and Outlining . . . . . . . . . . . .904
Reading a Time Line . . . . . . . . . . . . . . . . . . .905
Sequencing and Categorizing
Information . . . . . . . . . . . . . . . . . . . . . . . . . .906
Recognizing Point of View . . . . . . . . . . . . . .907
Distinguishing Fact From Opinion . . . . . . .908
Analyzing Library and Research
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . .909
Analyzing Primary Source Documents . . .910
Building a Database . . . . . . . . . . . . . . . . . . .911
Summarizing . . . . . . . . . . . . . . . . . . . . . . . . .912
Evaluating a Web Site . . . . . . . . . . . . . . . . . .913
Understanding Cause and Effect . . . . . . . .914
Making Comparisons . . . . . . . . . . . . . . . . . .915
Making Predictions . . . . . . . . . . . . . . . . . . . .916
Drawing Inferences and Conclusions . . . . .917
Recognizing Economic Indicators . . . . . . . .918
Interpreting Political Cartoons . . . . . . . . . .919
902-919 EM-SBHB-868873 9/9/04 4:39 AM Page 902
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Finding the Main Idea
SkillBuilder Handbook 903
Why Learn This Skill?
Understanding the main idea allows
you to grasp the whole picture and get
an overall understanding of what you
are reading. Historical details, such as
names, dates, and events, are easier to
remember when they are connected to a
main idea.
Follow these steps when trying to
find the main idea:
Read the material and ask, Why was
this written? What is its purpose?
Read the first sentence of the first para-
graph. The main idea of a paragraph is
often found in the topic sentence. The
main idea of a large section of text is
often found in a topic paragraph.
Identify details that support the main
ideas.
Keep the main idea clearly in your
mind as you read.
Read the paragraph at the top of the
next column that describes how the cul-
ture of the world is changing. Answer
the questions, and then complete the
activity that follows. If you have trouble,
use the graphic organizer to help you.
Cultural diffusion has increased as a
result of technology. Cultural diffusion is the
process by which a culture spreads its
knowledge and skills from one area to
another. Years ago, tradethe way people
shared goods and ideasresulted in cultural
diffusion. Today communication technology,
such as television and the Internet, links
people throughout the world.
1. What is the main idea of this paragraph?
2. What are some details that support that
main idea?
3. Do you agree or disagree with the main idea
presented above? Explain.
4. Practice the skill by reading three paragraphs
in your textbook and identifying their main
ideas.
Bring a newspaper or magazine
to class. With a partner, identify the
main ideas in three different articles.
Then describe how other sentences or
paragraphs in the article support the
main idea.
detail
detail
main idea
detail
902-919 EM-SBHB-868873 9/9/04 4:40 AM Page 903
904 SkillBuilder Handbook
Taking Notes and Outlining
Why Learn This Skill?
If you asked someone for his or her
phone number or e-mail address, how
would you best remember it? Most peo-
ple would write it down. Making a note
of it helps you remember. The same is
true for remembering what you read in a
textbook.
Taking notes as you read your textbook
will help you remember the information.
As you read, identify and summarize the
main ideas and details and write them in
your notes. Do not copy material directly
from the text.
Using note cardsthat you can
reorder latercan also help. First write
the main topic or main idea at the top of
the note card. Then write the details that
support or describe that topic. Number
the cards to help you keep them in order.
You also may find it helpful to use an
outline when writing notes. Outlining can
help you organize your notes in a clear
and orderly way.
First read the material to identify the
main ideas. In this textbook, section head-
ings and subheadings provide clues to the
main ideas. Supporting details can then
be placed under each heading. Each level
of an outline must contain at least two
items. The basic pattern for outlines is as
follows:
Main Topic
I. First idea or item
II. Second idea or item
A. first detail
B. second detail
1. subdetail
2. subdetail
III. Third idea or item
A. first detail
B. second detail
Look back at Chapter 2, Section 1.
Outline the main ideas of the section as
shown above.
Use the outline that you created in
step 2 to write a paragraph with a main
idea and at least three supporting details.
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Schools in the Middle Ages
Catholic church set up
cathedral schools.
Only sons of nobles could go
to these schools.
3
902-919 EM-SBHB-868873 9/9/04 4:41 AM Page 904
SkillBuilder Handbook 905
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Reading a Time Line
Why Learn This Skill?
Have you ever had to remember
events and their dates in the order in
which they happened? A time line is an
easy way to make sense of the flow of
dates and events. It is a simple diagram
that shows how dates and events relate
to one another. On most time lines, years
are evenly spaced. Events on time lines
are placed beside the date they occurred.
To read a time line, follow these
steps:
Find the dates on the opposite ends of
the time line. They show the period of
time that the time line covers.
Note the equal spacing between dates
on the time line.
Study the order of events.
Look to see how the events relate to
each other.
Examine the time line below. It
shows major events in the history of
early Egypt. Then answer the questions
and complete the activity that follows.
1. When does the time line begin? When does
it end?
2. What major event happened around
1550 B.C.?
3. How long did the Hyksos rule Egypt?
4. What happened to Egypt around
1670 B.C.?
List 10 key events found in Unit 1 and
the dates on which these events took
place. Write the events in the order in
which they occurred on a time line.
Egypt
3000 B.C. 2500 B.C. 1500 B.C. 500 B.C. A.D. 1 A.D. 500 A.D. 1000 A.D. 1500 1000 B.C. 2000 B.C.
Upper and
Lower Egypt unite
3100 B.C.
Great Pyramid
of Khufu built
c. 2540 B.C.
The Hyksos
conquer Egypt
1670 B.C.
The Hyksos are
overthrown
c. 1550 B.C.
Egypt is conquered
by Assyrians
670 B.C.
Ancient Egypt
902-919 EM-SBHB-868873 9/9/04 4:42 AM Page 905
906 SkillBuilder Handbook
Sequencing and Categorizing Information
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Why Learn This Skill?
Sequencing means placing facts in
the order in which they happened.
Categorizing means organizing informa-
tion into groups of related facts and
ideas. Both actions help you deal with
large quantities of information in an
understandable way.
Follow these steps to learn sequenc-
ing and categorizing skills:
Look for dates or clue words that pro-
vide you with a chronological order: in
2004, the late 1990s, first, then, finally,
after the Great Depression, and so on.
Sequencing can be seen in unit and
chapter time lines or on graphs where
information covers several years.
If the sequence of events is not impor-
tant, you may want to categorize the
information instead. To categorize infor-
mation, look for topics and facts that
are grouped together or have similar
characteristics. If the information is
about farming, one category might be
tools of farming.
List these categories, or characteristics,
as the headings on a chart.
As you read, look for details. Fill in
these details under the proper cate-
gories on the chart.
Read the paragraph below and then
answer the questions that follow.
Buddhism started in India about 500 B.C.
but was mostly driven out by 300 B.C. The
religion of Islam also influenced Indias his-
tory. In the A.D. 700s, Muslims from south-
west Asia brought Islam to India. In the
1500s, they founded the Mogul empire and
ruled India for the next 200 years.
1. What information can be organized by
sequencing?
2. What categories can you use to organize the
information? What facts could be placed
under each category?
Look at the Geographic Dictionary on
pages GH14 and GH15. Record any terms
that would fit into the category bodies of
water. Also, find two newspaper or mag-
azine articles about an important local
issue. Sequence or categorize the informa-
tion on note cards or in a chart.
902-919 EM-SBHB-868873 9/9/04 4:42 AM Page 906
SkillBuilder Handbook 907
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Recognizing Point of View
Why Learn This Skill?
If you say, Cats make better pets
than dogs, you are expressing a point of
view. You are giving your personal opin-
ion. Knowing when someone is giving
his or her personal point of view can
help you judge the truth of what is
being said.
Most people have feelings and ideas
that affect their point of view. Apersons
point of view is often influenced by
his or her age, background, or position in
a situation.
To recognize point of view, follow
these steps:
Identify the speaker or writer and
examine his or her views on an issue.
Think about his or her position in life
and relationship to the issue.
Look for language that shows an emo-
tion or an opinion. Look for words such
as all, never, best, worst, might, or should.
Examine the speech or writing for
imbalances. Does it have only one view-
point? Does it fail to provide equal cov-
erage of other viewpoints?
Identify statements of fact. Factual
statements usually answer the Who?
What? When? and Where? questions.
Determine how the persons point of
view is reflected in his or her state-
ments or writing.
Read the following statement about
wildlife in Africa, and answer the ques-
tions below.
Mountain gorillas live in the misty
mountain forests of East Africa. Logging
and mining, however, are destroying the
forests. Unless the forests are protected, all
of the gorillas will lose their homes and dis-
appear forever. As a concerned African nat-
uralist, I must emphasize that this will be
one of the worst events in Africas history.
1. What problem is the speaker addressing?
2. What reasons does the speaker give for the
loss of the forests?
3. What is the speakers point of view about
the problem facing the gorillas in East
Africa?
Choose a Letter to the Editor from a
newspaper. Summarize the issue being
discussed and the writers point of view
about that issue. State what an opposing
point of view to the issue might be.
Describe who might hold this other view-
point in terms of their age, occupation,
and background.
902-919 EM-SBHB-868873 9/9/04 4:43 AM Page 907
908 SkillBuilder Handbook
Distinguishing Fact From Opinion
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Why Learn This Skill?
Suppose a friend says, Our schools
basketball team is awesome. Thats a
fact. Actually, it is not a fact; it is an
opinion. Knowing how to tell the differ-
ence between a fact and an opinion can
help you analyze the accuracy of politi-
cal claims, advertisements, and many
other kinds of statements.
Afact answers a specific question
such as: What happened? Who did it?
When and where did it happen? Why did
it happen? Statements of fact can be
checked for accuracy and proven.
An opinion, on the other hand,
expresses beliefs, feelings, and judgments.
It may reflect someones thoughts, but it
cannot be proven. An opinion often
begins with a phrase such as I believe,
I think, probably, it seems to me, or in my
opinion.
To distinguish between facts and
opinions, ask yourself these questions:
Does this statement give specific infor-
mation about an event?
Can I check the accuracy of this
statement?
Does this statement express someones
feelings, beliefs, or judgment?
Does it include phrases such as I believe,
superlatives, or judgment words?
Read each statement below. Tell
whether each is a fact or an opinion, and
explain how you arrived at your answer.
(1) The Han dynasty ruled China from
202 B.C. to A.D. 220.
(2) The Han dynasty was a much better
dynasty than the Qin dynasty.
(3) The Han divided the country into dis-
tricts to be better able to manage such
a large area.
(4) The government should not have
encouraged support for arts and
inventions.
(5) The Han kept very good records of
everything they did, which helps his-
torians today learn about them.
(6) Han rulers chose government officials
on the basis of merit rather than birth.
(7) No other ruling family in the world
can compare with the Han dynasty of
China.
(8) Han rulers should have defended the
poor farmers against the harsh actions
of wealthy landowners.
Read one newspaper article that
describes a political event. Find three
statements of fact and three opinions
expressed in the article.
902-919 EM-SBHB-868873 9/9/04 4:43 AM Page 908
SkillBuilder Handbook 909
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Analyzing Library and Research Resources
Roman mosaic showing gladiators in battle
Why Learn This Skill?
Imagine that your teacher has sent
you to the library to write a report on the
history of ancient Rome. Knowing how
to choose good sources for your research
will help you save time in the library
and write a better report.
Not all sources will be useful for your
report on Rome. Even some sources that
involve topics about Rome will not always
provide the information you want. In ana-
lyzing sources for your research project,
choose items that are nonfiction and that
contain the most information about your
topic.
When choosing research resources
ask these questions:
Is the information up-to-date?
Does the index have several pages
listed for the topic?
Is the resource written in a way that
is easy to understand?
Are there helpful illustrations and
photos?
Look at the following list of sources.
Which would be most helpful in writing
a report on the history of ancient Rome?
Explain your choices.
(1) Atravel guide to Italy today
(2) Aguide to early Roman art and
architecture
(3) Achildrens storybook about ancient
Europe
(4) Ahistory of ancient Greece
(5) Astudy of the rise and fall of the
Roman Empire
(6) Abook on modern republican ideas
(7) Abiographical dictionary of ancient
rulers of the world
(8) An atlas of the world
Go to your local library or use the
Internet to create a bibliography of
sources you might use to write a report
on the history of ancient Rome. List at
least five sources.
Pierre Belzeaux/Photo Researchers
902-919 EM-SBHB-868873 9/9/04 6:29 AM Page 909
910 SkillBuilder Handbook
Analyzing Primary Source Documents
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Why Learn This Skill?
Historians determine what happened
in the past by combing through bits of
evidence to reconstruct events. These
types of evidenceboth written and
illustratedare called primary sources.
Examining primary sources can help
you understand history.
Primary sources are sources that were
created in the historical era being studied.
They can include letters, diaries, photo-
graphs and pictures, news articles, legal
documents, stories, literature, and
artwork.
To analyze primary sources, ask
yourself the following questions:
What is the item?
Who created it?
Where did it come from?
When was it created?
What does it reveal about the topic
I am studying?
The primary source that follows
comes from Stories of Rome by Livy.
Livy was a Roman historian who lived
from 59 B.C. to A.D. 17. Here he has writ-
ten a story with a moral, or lesson to be
learned. Read the story, and then answer
the questions that follow.
Once upon a time, the different parts
of the human body were not all in agree-
ment. . . . And it seemed very unfair to the
other parts of the body that they should
worry and sweat away to look after the
belly. After all, the belly just sat there . . .
doing nothing, enjoying all the nice things
that came along. So they hatched a plot.
The hands werent going to take food to
the mouth; even if they did, the mouth
wasnt going to accept it. . . . They went
into a sulk and waited for the belly to cry
for help. But while they waited, one by
one all the parts of the body got weaker
and weaker. The moral of this story? The
belly too has its job to do. It has to be fed,
but it also does feeding of its own.
Excerpt from Stories of Rome,
Livy, c. 20 B.C.
1. What is the main topic?
2. Who did the hands and mouth think was
lazy?
3. What did the hands and mouth do about it?
4. What was the moralor lessonof the
story?
Find a primary source from your
pasta photo or newspaper clipping.
Explain to the class what it shows about
that time in your life.
902-919 EM-SBHB-868873 9/9/04 4:45 AM Page 910
SkillBuilder Handbook 911
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Building a Database
U.S. International Commerce
Country Japan United Kingdom Canada
Exports
to U.S.
Engines, rubber
goods, cars,
trucks, buses
$128 billion $35.2 billion $232.6 billion
$67.3 billion $42.8 billion $199.6 billion
Dairy products,
beverages,
petroleum
products, art
Wheat, minerals,
paper, mining
machines
Meat, fish,
sugar, tobacco,
coffee
Fruit, tobacco,
electrical
equipment
Fish, sugar,
metals, clothing
Value of
Exports
to U.S.
Imports
from
U.S.
Value of
Imports
from
U.S.
Why Learn This Skill?
A database is a collection of informa-
tion stored in a computer or on diskette
files. It runs on software that organizes
large amounts of information in a way
that makes it easy to search and make
any changes. It often takes the form of a
chart or table. You might build databases
to store information related to a class at
school or your weekly schedule.
To create a database using word-
processing software, follow these steps:
Enter a title identifying the type of
information in your document and file
names.
Determine the set of specific points of
information you wish to include. As
the database example on this page
shows, you might want to record data
on the imports and exports of specific
countries.
Enter the information categories along
with country names as headings in a
columned chart. Each column makes up
a field, which is the basic unit for infor-
mation stored in a database.
Enter data you have collected into the
cells, or individual spaces, on your
chart.
Use your computers sorting feature to
organize the data. For example, you
might alphabetize by country name.
Add, delete, or update information as
needed. Database software automatically
adjusts the cells in the chart.
On a separate sheet of paper, answer
the following questions referring to the
database on this page.
1. What type of information does the database
contain?
2. What related fields of information does it
show?
3. The author learns that Canada also exports
clothing, beverages, and art to the United
States. Is it necessary to create a new data-
base? Explain.
Build a database to help you keep
track of your school assignments. Work
with four fields: Subject, Assignment
Description, Due Date, and Completed
Assignments. Be sure to keep your data-
base up-to-date.
902-919 EM-SBHB-868873 9/9/04 4:45 AM Page 911
912 SkillBuilder Handbook
Summarizing
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Why Learn This Skill?
Imagine you have been assigned a
long chapter to read. How can you
remember the important information?
Summarizing informationreducing
large amounts of information to a few
key phrasescan help you remember
the main ideas and important facts.
To summarize information, follow
these guidelines when you read:
Separate the main ideas from the sup-
porting details. Use the main ideas in a
summary.
Use your own words to describe the
main ideas. Do not copy the selection
word for word.
If the summary is almost as long as the
reading selection, you are including too
much information. The summary
should be very short.
To practice the skill, read the para-
graph below. Then answer the questions
that follow.
The Ming dynasty that followed the
Mongols tried to rid the country of Mongol
influence. The Ming leaders believed that
China could become a great empire. They
expanded Chinese control over parts of
East Asia, including Korea, Vietnam, and
Myanmar (Burma). To re-establish the
importance of Chinese culture, they
encouraged the practices of older Chinese
traditions, especially in the arts. Chinese lit-
erature during the Ming era followed the
styles of ancient Chinese writers. Some of
the finest Chinese paintings and pottery
were created during this period. Ming rulers
also built the Forbidden City.
1. What are the main ideas of this paragraph?
2. What are the supporting details?
3. Write a brief summary of two or three sen-
tences that will help you remember what the
paragraph is about.
Read a newspaper or short magazine
article. Summarize the article in one or
two sentences.
902-919 EM-SBHB-868873 9/9/04 4:46 AM Page 912
SkillBuilder Handbook 913
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Evaluating a Web Site
Why Learn This Skill?
The Internet has grown to become a
necessary household and business tool
as more people use it. With so many
Web sites available, how do you know
which one will be the most helpful to
you? You must look at the details, so you
do not waste valuable time in Web
searches.
The Internet is a valuable research
tool. It is easy to use, and it often pro-
vides fast, up-to-date information. The
most common use of the Internet by stu-
dents is in doing research. However, some
Web site information is not really accurate
or reliable.
When using the Internet to do
research, you must evaluate the informa-
tion very carefully. When evaluating the
Web site, ask yourself the following
questions:
Do the facts on the site seem accurate?
Who is the author or sponsor of the site,
and what is that persons or organiza-
tions reason for maintaining it?
Does the site information explore a
subject in-depth?
Does the site contain links to other
useful resources?
Is the information easy to read and
access?
To practice the skill, find three Web
sites on the shoguns or samurai of Japan.
Follow these steps and write your
explanation.
1. Evaluate how useful these sites would be if
you were writing a report on the topic.
2. Choose which one is the most helpful.
3. Explain why you chose that site.
If your school had a Web site, what
kind of information would be on it? Write
a paragraph describing this site.
A Japanese samurai warrior
902-919 EM-SBHB-868873 9/9/04 4:47 AM Page 913
914 SkillBuilder Handbook
Understanding Cause and Effect
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Why Learn This Skill?
You know if you watch television
instead of completing your homework,
you probably will not get a good grade.
The causenot doing homeworkleads
to the effectnot getting a good grade.
Acause is any person, event, or condi-
tion that makes something happen. What
happens as a result is known as an effect.
These guidelines will help you
identify cause and effect.
Identify two or more events.
Ask questions about why events occur.
Look for clue words that alert you to
cause and effect, such as because, led to,
brought about, produced, and therefore.
Identify the outcome of events.
As you read the following passage,
record cause-and-effect connections in a
chart or graphic organizer.
Around 200 B.C., Mesopotamians
were among the first in the world to blend
copper and tin to make bronze.
Bronze brought many changes to life in
Mesopotamia. For one thing, bronze was
much harder than the copper products that
were used until that time. Because it was
harder, bronze made better tools and sharp-
er weapons. This improvement in technolo-
gy was a help to farmers, craftworkers, and
soldiers alike.
Molten [melted] bronze was also easier
to pour than the metals used earlier.
Craftworkers were able to make finer
arrows, ax-heads, statues, bowls, and other
objects.
Look again at the chapter you
are currently reading. Choose a
major event that is described and
list its causes.
The Royal Banner of Ur
Michael Holford
902-919 EM-SBHB-868873 9/9/04 6:30 AM Page 914
SkillBuilder Handbook 915
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Making Comparisons
Homeland
Cultural Characteristic
Political Organization
Method of Rule
Main Occupations
Canaan
Phoenicians
city-states
kings/merchant councils
artisans, traders, shippers
Canaan
Israelites
12 tribes; later, kingdom
kings/council of elders
herders, farmers, traders
Phoenician and Israelite Civilizations
Religion
Main Contribution
belief in many gods and goddesses
spread of an alphabet
belief in one, all-powerful God
principles of social justice
Why Learn This Skill?
Suppose you want to buy a portable
CD player, and you must choose among
three models. To make this decision, you
would probably compare various fea-
tures of the three models, such as price,
sound quality, size, and so on. By mak-
ing comparisons, you will figure out
which model is best for you. In the study
of world history, you often compare peo-
ple or events from one time period with
those from a different time period.
When making comparisons, you
examine and identify two or more groups,
situations, events, or documents. Then
you identify any similarities (ways they
are alike) and differences (ways they are
different). For example, the chart on this
page compares the characteristics of two
ancient civilizations.
When making comparisons, apply
the following steps:
Decide what items will be compared.
Clue words such as also, as well as, like,
same as, and similar to can help you
identify things that are being compared.
Determine which characteristics you
will use to compare them.
Identify similarities and differences in
these characteristics.
To practice the skill, analyze the
information on the chart at the bottom of
this page. Then answer these questions.
1. What items are being compared?
2. What characteristics are being used to
compare them?
3. In what ways were the Phoenicians and
Israelites similar? In what ways were they
different?
4. Suppose you wanted to compare the two
peoples in more detail. What are some of
the characteristics you might use?
Think about two sports that are
played at your school. Make a chart
comparing such things as: where the
games are played, who plays them, what
equipment is used, and other details.
902-919 EM-SBHB-875050 9/25/06 11:01 AM Page 915
916 SkillBuilder Handbook
Making Predictions
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Why Learn This Skill?
In history you read about people
making difficult decisions based on what
they think might happen. By making
predictions yourself, you can get a better
understanding of the choices people make.
As you read a paragraph or section in
your book, think about what might come
next. What you think will happen is your
prediction. Aprediction does not have a
correct or incorrect answer. Making pre-
dictions helps you to carefully consider
what you are reading.
To make a prediction, ask yourself:
What happened in this paragraph or
section?
What prior knowledge do I have about
the events in the text?
What similar situations do I know of?
What do I think might happen next?
Test your prediction: read further to see
if you were correct.
To practice the skill, read the follow-
ing paragraph about the Aztec Empire.
Then answer the questions.
The Aztec of ancient Mexico built the
strongest empire of any Native American
group. They mined gold, silver, and other
goods for trade. In building their empire,
they conquered many other Native American
groups. The Aztec fought their enemies
using wooden weapons with stone blades.
In the 1500s, a Spanish army seeking
gold heard about the Aztec and their riches.
Led by Hernn Corts, the Spaniards were
helped by enemies of the Aztec. Armed with
steel swords, muskets, and cannons, the
Spaniards moved towards the Aztec capital.
1. Choose the outcome below that is most likely
to occur between the Aztec and Spaniards.
a. The Spaniards will avoid the Aztec
altogether.
b. The two groups will become friends.
c. The Spaniards will conquer the Aztec.
d. The Aztec will conquer the Spaniards.
2. Explain why you chose the answer you did.
Watch a television show or a movie.
Halfway through the show, write your
prediction of how it will end on a piece of
paper. At the end of the show, check your
prediction.
Aztec
shield
Museum of Ethnology, Vienna
902-919 EM-SBHB-868873 9/9/04 6:31 AM Page 916
SkillBuilder Handbook 917
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Drawing Inferences and Conclusions
Why Learn This Skill?
Suppose your teacher brought
an artifact to class and a classmate
exclaimed, That came from Greece,
didnt it? You might infer that your
classmate had an interest in Greece.
To infer means to evaluate information
and arrive at a conclusion. Social studies
writers do not always spell out every-
thing in the text. When you make infer-
ences you read between the lines. You
must then use the available facts and your
own knowledge of social studies to draw
a conclusion.
Use the following steps to help draw
inferences and make conclusions:
Read carefully for stated facts and
ideas.
Summarize the information and list the
important facts.
Apply related information that you may
already know to make inferences.
Use your knowledge and insight to
develop some conclusions about these
facts.
Read the passage below and answer
the questions.
Many Greek temples were decorated
with sculpture. Greek sculpture, like Greek
architecture, was used to express Greek
ideas. The favorite subject of Greek artists
was the human body. Greek sculptors did
not copy their subjects exactly, flaws and
all. Instead, they tried to show their ideal
version of perfection and beauty.
1. What topic is the writer describing?
2. What facts are given?
3. What can you infer about Greek cities from
the information?
4. What conclusions can you draw about how
the Greeks felt about sculptures?
Read one of the biographies in this
text. What can you infer about the life of
the person described? Draw a conclusion
about whether or not you would like to
meet this person.
Ancient Greek
sculptures of
Socrates (far left),
Plato (middle), and
Aristotle (left)
(c)Museo Capitolino, Rome/E.T. Archives, London/SuperStock, (others)Scala/Art Resource, NY
902-919 EM-SBHB-868873 9/9/04 6:33 AM Page 917
918 SkillBuilder Handbook
Recognizing Economic Indicators
Why Learn This Skill?
Every day, business and government
leaders are faced with the challenge of
trying to predict what will happen to the
economy in the coming months and years.
To help these leaders in making decisions,
economists, or scientists who study the
economy, have developed ways to meas-
ure an economys performance. These
ways are called economic indicators.
Economic indicators are statistics, or
numbers, that tell how well the economy
is doing and how well the economy is
going to do in the future. They include
the number of jobless, the rate at which
prices rise over a period of time, and the
amount of goods and services that are
produced and sold. Each month, the U.S.
Department of Commerce gathers data
for 78 economic indicators covering all
aspects of the state of the United States
economy. The chart below lists some com-
mon terms for economic indicators that
you may read about.
Start an Economics Handbook. Using
a dictionary, look up each economic term
listed on this chart. Write a definition for
each term in your Economics Handbook.
Think about one of the countries you
have read about in this text that has
grown to be wealthy. Using the terms that
you just defined, write a paragraph
describing that countrys wealth.
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Saving
Term
Income
Gross Domestic
Product (GDP)
Interest Rates
Definition
Credit
Export
Import
Expenditure
Consumption
Inflation
Debt
Economic Indicators
Prices on the stock market often rise or fall
based on changes in economic indicators.
Tim Flach/Getty Images
902-919 EM-SBHB-868873 9/9/04 6:34 AM Page 918
SkillBuilder Handbook 919
S
k
i
l
l
B
u
i
l
d
e
r
H
a
n
d
b
o
o
k
Interpreting Political Cartoons
Why Learn This Skill?
Political cartoonists use art to express
political opinions. Their work appears
in newspapers, magazines, books, and
on the Internet. Political cartoons are
drawings that express an opinion. They
usually focus on public figures, political
events, or economic or social conditions.
A political cartoon can give you a sum-
mary of an event or circumstance and
the artists opinion in a quick and enter-
taining manner.
To interpret a political cartoon, fol-
low these steps:
Read the title, caption, or conversation
balloons. Most cartoons will carry at
least one of these elements. They help
you identify the subject of the cartoon.
Identify the characters or people shown.
They may be caricatures, or unrealistic
drawings that exaggerate the characters
physical features.
Identify any symbols shown.
Symbols are things that
stand for something else. An
example is the American flag
that is a symbol of our coun-
try. Commonly recognized
symbols may not be labeled.
Unusual symbolism will be
labeled.
Examine the actions in the
cartoonwhat is happening
and why?
Identify the cartoonists purpose. What
statement or idea is he or she trying to
get across? Decide if the cartoonist
wants to persuade, criticize, or just
make people think.
On a separate sheet of paper, answer
these questions about the political car-
toon below.
1. What is the subject of the cartoon?
2. What words give clues as to the meaning of
the cartoon?
3. What item seems out of place?
4. What message do you think the cartoonist is
trying to send?
Bring a news magazine to class. With a
partner, analyze the message in each
political cartoon that you find.
Jerry Barnett
902-919 EM-SBHB-868873 9/9/04 6:35 AM Page 919
920 Standardized Test Practice
Standardized tests are one way educators measure
what you have learned. This handbook is designed to
help you prepare for standardized tests in social studies.
On the pages that follow, you will find a review of the
major social studies critical thinking skills that you
will need to master to be successful when taking tests.
Interpreting a Map . . . . . . . . . . . . . . . . . . . .921
Interpreting a Political Map . . . . . . . . . . . . .922
Interpreting Charts . . . . . . . . . . . . . . . . . . . .923
Making Comparisons . . . . . . . . . . . . . . . . . .924
Interpreting Primary Sources . . . . . . . . . . .925
Interpreting a Political Cartoon . . . . . . . . .926
Interpreting a Circle Graph . . . . . . . . . . . . .927
Drawing Inferences and Conclusions . . . . .928
Comparing Data . . . . . . . . . . . . . . . . . . . . . .929
920-929 EM STP-868873 9/9/04 1:42 PM Page 920
Standardized Test Practice 921
Interpreting a Map
Before 1492, people living in
Europe in the Eastern Hemisphere
had no idea that the continents of
North America and South America in
the Western Hemisphere existed. That
was the year Christopher Columbus
first reached the Americas. His voyage
of exploration paved the way for other
European voyages to the Western
Hemisphere. The voyages of the
early explorers brought together two
worlds. Previously these parts of the
globe had no contact with each other.
Trade between the hemispheres
changed life for people on both
sides of the Atlantic Ocean. The trade
between the peoples of the Eastern Hemi-
sphere and the Western Hemisphere is
referred to as the Columbian Exchange.
Skills Practice
Although globes are the best, most accu-
rate way to show places on the round earth,
people can more easily use maps to represent
places. Amap is made by taking data from a
round globe and placing it on a flat surface.
To read a map, first read the title to determine
the subject of the map. Then read the map key
or the labels on the map to find out what the
colors and symbols on the map mean. Use the
compass rose to identify the four cardinal
directions of north, south, east, and west.
Study the map of the Columbian Exchange
and answer the questions that follow on a
separate sheet of paper.
1. What is the subject of the map?
2. What do the arrows represent?
3. What continents are shown on the map?
4. What foods did Europeans acquire
from the Americas?
5. What did the Americas acquire from
Europe?
6. What people were brought from Africa
to the Americas?
7. In what direction is Europe from the
Americas?
N
S
E
W
3
0
N
6
0
N
0